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Results show generally positive attitudes, alongside critical barriers limiting wider adoption, including insufficient teacher training, inadequate infrastructure, and limited technology resources such as computers. 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\n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Saudi English Teachers’Use of Technology in Secondary Classrooms: Perceptions, Barriers, and Suggestions for Improvement\u003Cbr>Deya’aAgeel Mutlaq Alswilem*\u003Cbr>Department of Curriculum and Instruction, Faculty of Education, King Saud University, Saudi Arabia Corresponding Author: Deya’aAgeel Mutlaq Alswilem , [E-mail: hosamh94@yahoo.com](E-mail: hosamh94@yahoo.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This study sought to quantify the perceptions of Saudi English teachers towards the use of |\n| Article history |  |\n| Received: September 15, 2019 | technology in secondary classrooms. To achieve this goal, seventy-six English teachers in Al- |\n| Accepted: November 17, 2019 | Jouf district of the Kingdom of Saudi Arabia responded to a questionnaire, showing that the |\n| Published: December 31, 2019 | teachers held positive attitudes toward the use of technology in the classroom. However, the |\n| Volume: 10 Issue: 6 | participants reported several critical barriers to widespread use. These included a) the lack of |\n| Advance access: December, 2019 | teacher training, b) the lack of infrastructure (labs and classrooms), and c) the lack of technology resources (computers) . The survey results suggested the need for an explicit vision and strategy for technology use. Further, the teachers suggested that the creation of a standardized physical |\n|  |  |\n| Conflicts of interest: None\u003Cbr>Funding: None | infrastructure in conjunction with financial incentives could help to improve adoption. |\n| Key words: |  |\n| Technology, |  |\n| ICT, |  |\n| Barriers, |  |\n| Secondary School |  |\n\nINTRODUCTION  \nThe widespread use of technology since the emergence of low-cost computing has had a critical influence on many aspects of society, including education, one of the most vital aspects of life. Fleming (2013) suggested that “Teaching in the internet age means we must teach tomorrow’s skills today.” In this regard, technology displays an exciting potential to expand and enhance the learning process and overcome obstacles that may stand in the way of providing high-quality education at scale.  \nSeels and Richey (1994, p.9, as cited in Earle, 2002) defined instructional technology as “the theory and practice of design, development, utilization, management and evaluation processes and resources for learning.” Okojie, Olinzock, and Okojie-Boulder (2006) considered technology integration a process of using existing tools, equipment, materials, and electronic media for the purpose of enhancing learning, asserting that technology integration is not merely the use of various software tools in teaching and argued that a broad viewpoint should include theories for integration, strategies on how to select technology, and skills to demonstrate, use, evaluate, and customize the use of technology to help learning. In a comparable way, Earle (2002) supported this assumption. He pointed out that the aim of using technology is to focus on curriculum and  \nlearning. He supported a definition of integration based on how and why, and not by the amount or type of technology used in practice.  \nConsidering the vital role of education, it became imperative for researchers to identify the perceptions, barriers, and suggestions in the minds of teachers regarding the adoption of technology in their classrooms. Knowing these barriers is an essential first step in the improvement of educational quality for schools around the world. The research discussed below contributes to this trend by examining the use of technology by Saudi English teachers at the secondary level in theAl-Jouf district.  \nThe relevance of this work, at its base, involves the need to prepare students to be bilingual within Saudi Arabia. Having a strong command of the native language, along with the ability to read, speak, and write English has become essential with the rise of global trade","cbCaipWeK65E5Zm7","https://ap.wps.com/l/cbCaipWeK65E5Zm7","pdf",242393,11,"English","# Article INFO\n## Article history\n# ABSTRACT\n## Research purpose and method\n## Key findings: attitudes and barriers\n## Recommendations","[{\"question\":\"What is the focus of the study about technology in secondary classrooms?\",\"answer\":\"The study examines Saudi English teachers’ perceptions of technology use in secondary classrooms and identifies barriers and suggestions for improvement.\"},{\"question\":\"How was data collected and who participated?\",\"answer\":\"Seventy-six English teachers in Al-Jouf district responded to a questionnaire to provide the study’s data.\"},{\"question\":\"What barriers did teachers report that hinder technology adoption?\",\"answer\":\"Teachers reported barriers including lack of teacher training, lack of infrastructure such as labs and classrooms, and lack of technology resources like computers.\"}]","Saudi English Teachers' Use of Technology in Secondary Classrooms - Perceptions, Barriers, and Suggestions for Improvement | PDF",1792068529,28]